The purpose of this research is to investigate kindergarten students' tonal pattern creativity. The research question was: what is the relationship between tonal pattern creativity achievement and developmental music aptitude among kindergarten students? Twenty-one students of one intact kindergarten class participated in the study. Students were administered both sub-tests of the Primary Measures of Music Audiation. The investigator developed a tonal pattern creativity opportunity protocol that was included during regularly scheduled, twice-weekly music class instruction for one semester. At the conclusion of the semester, students were video-recorded during four tonal pattern creation opportunities that were rated by three raters used an investigator-developed, five-point rating scale. Calculated Pearson product moment correlation coefficients between the Primary Measures of Music Audiation-Tonal Subtest and Combined Tonal Pattern Creativity Achievement (CTPCA), the Primary Measures of Music Audiation- Rhythm Subtest and CTPCA, and the Primary Measures of Music Audiation- Combined Score and CTPCA were positive but low in all cases, ranging from .24 to.32. None of the relationships examined in this study was significant.
|Advisor:||Valerio, Wendy H.|
|Commitee:||Barnes, Gail, Lane, Jeremy|
|School:||University of South Carolina|
|School Location:||United States -- South Carolina|
|Source:||MAI 49/03M, Masters Abstracts International|
|Subjects:||Music, Music education, Elementary education|
|Keywords:||Creativity, Gordon, Improvisation, Kindergarten, Music aptitude, Music learning theory|
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